|
Showing 1 - 6 of
6 matches in All Departments
This book embarks on an ever-expanding array of language, academic
mobility, neoliberalism, and accompanying rich scholarly debates.
It examines the ways in which international English language
teachers in Saudi Arabia's higher education system position
themselves, negotiate, interact, adjust, make sense of their
classroom dynamics, and validate their senses of selves and
pedagogies in their day-to-day (dis)engagement with their
institutions and encounters at work. Informed by rich empirical
data from a multi-year, multi-site project in addition to other
qualitative studies, the book reveals on-the-ground complexities
involving speaker status, language, ethnicity, nationality, race,
religion, sociocultural factors, emotion labour, work dynamic and
professionalism. It promotes thinking beyond normative ideologies
on marginalisation, the native and non-native speaker dichotomy,
linguistic, racial, religious and ethnic (inter)relations, and
translanguaging pedagogies, while also offering new material for
original theorisation in multi-Englishes multilingualism,
local-trusting-local and the limits of negotiability.
This book embarks on an ever-expanding array of language, academic
mobility, neoliberalism, and accompanying rich scholarly debates.
It examines the ways in which international English language
teachers in Saudi Arabia's higher education system position
themselves, negotiate, interact, adjust, make sense of their
classroom dynamics, and validate their senses of selves and
pedagogies in their day-to-day (dis)engagement with their
institutions and encounters at work. Informed by rich empirical
data from a multi-year, multi-site project in addition to other
qualitative studies, the book reveals on-the-ground complexities
involving speaker status, language, ethnicity, nationality, race,
religion, sociocultural factors, emotion labour, work dynamic and
professionalism. It promotes thinking beyond normative ideologies
on marginalisation, the native and non-native speaker dichotomy,
linguistic, racial, religious and ethnic (inter)relations, and
translanguaging pedagogies, while also offering new material for
original theorisation in multi-Englishes multilingualism,
local-trusting-local and the limits of negotiability.
This edited volume examines how transnational English language
assessment practices are envisioned, enacted, and justified by
different stakeholders, including students, teachers, and
universities in different geographical contexts, and what would be
the multi-level consequences of such practices. Bringing together
diverse perspectives from across the Global South and Global North,
the book argues that the field of English language assessment has
always been transnational, despite an absence of a research that
explicitly examines English language assessment practices in
relation to transnationalism. The contribution of this volume lies
in filling in this critical scholarly gap. Through a wide set of
epistemological, theoretical, and pedagogical interventions along
with methodological orientations and analytical frameworks, the
chapter authors question the social, economic, political,
linguistic, and pedagogical consequences of transnational English
language assessment practices in higher education (HE) settings and
contexts. Offering fresh perspectives on English language
assessment practices in relation to transnationalism, this book
will be of great interest to researchers, academics, and
post-graduate students in the fields of applied linguistics,
Teaching English to Speakers of Other Languages (TESOL), and
language assessment more broadly.
This edited volume contributes a novel understanding of the past,
present and future of higher education across the six countries
that make up the Gulf Cooperation Council (GCC). Against the
backdrop of intense political, ideological and epistemological
disruptions across the Arabian Gulf Region over the last two
decades, this volume adopts critical comparative perspectives in
order to chart the history, present-day and future realities of
higher education in Saudi Arabia, the United Arab Emirates, Oman,
Qatar, Bahrain and Kuwait. By focusing on dynamics relating to
neoliberalism, and using the notions of 'tensionality' and
'locality' to situate topics such as curricula, policies,
practices, the volume engages with current discourses,
controversies and themes such as the internationalization and
marketization of higher education in these countries. In doing so,
the book offers a theoretical framework to enable greater
understanding of the contemporary functioning of higher education
in the Arabian Gulf Region. This text will benefit scholars,
academics and students in the fields of higher education and
international and comparative education more broadly. Those
involved with educational policy and politics, and Middle Eastern
studies in general, will also benefit from this volume.
This book addresses issues surrounding writing centers in the
Arabian Gulf region. Including a foreword by Professor Ken Hyland,
it brings together a number of thought-provoking chapters on the
history, concept, and ground realities coupled with critical
comparative discussions of writing centres in the region. The book
begins by offering critical historical accounts of writing centers
in the Gulf countries, before moving onto empirical research and
reports on pedagogical practices that vividly capture the
on-the-ground realities faced and experienced by different actors.
These accounts serve to highlight how the writing centers vary
between countries, as well as how they differ from the more
well-known writing centers in the US and the UK. Finally, the book
explores what sort of commonalities and differences the current
trend of writing centres is producing within and between the six
countries of the Arabian Gulf. This book will be highly relevant to
those involved with writing centres along with directors,
policymakers, researchers and teacher educators in the fields of
Education and Sociology, particularly those with an interest in the
Arabian Gulf area.
The aim of this study is to examine the use of formative evaluation
using a process-based model as a way of conceptualizing the
parameters of an evaluation study. In particular, it examines the
question of "Does formative program evaluation provide useful data
for an ESP program? The Arabian Industrial College (AIC) English
for specific purposes program was used as an example to conduct the
current study. More specifically, a selective group of
stakeholders' perspectives-ESP teachers, students and alumni-of the
various components of an ESP program were examined at the AIC. The
results indicated that using a formative approach to evaluate an
ESP program would not only help educators identify strengths of
their language program and reinforce those strengths, but such
approach would also help them examine practices and policies and to
address them where necessary.
|
|